000119613 001__ 119613
000119613 005__ 20230914083707.0
000119613 0247_ $$2doi$$a10.30722/IJISME.30.02.002
000119613 0248_ $$2sideral$$a129468
000119613 037__ $$aART-2022-129468
000119613 041__ $$aeng
000119613 100__ $$aVera Sáez-Benito, Dámaso M.
000119613 245__ $$aWorking with patterns through chess-based problems. strategies and reasoning levels of primary school students.
000119613 260__ $$c2022
000119613 5060_ $$aAccess copy available to the general public$$fUnrestricted
000119613 5203_ $$aThe study of patterns has been recognised for many years as setting up the very essence of mathematics. Patterns are connected to all topics in mathematics, so this theme is present throughout the school mathematics curriculum. Among the large number of interesting examples for working on pattern search in elementary school using situations familiar to students, we chose chess because of the relationships shown between this game and different aspects of mathematics. The objectives were to determine the strategies and classify the students' levels of reasoning when working with patterns to solve chess-based problems. A sequence of activities was designed to carry out this task. The sequence presents visual and numerical patterns ordered progressively from a greater presence of visual aspects to a predominance of numerical aspects. The results of this work suggest that chess favours the use of a variety of strategies, some of them even different from those found in previous literature. Students rely on the geometry of the board when working with these particular types of patterns. However, the results show that the level of reasoning is higher in the case of solving numerical patterns.
000119613 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-20R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00
000119613 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000119613 592__ $$a0.26$$b2022
000119613 593__ $$aEducation$$c2022$$dQ3
000119613 594__ $$a1.5$$b2022
000119613 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000119613 700__ $$0(orcid)0000-0002-0516-0463$$aArnal-Bailera, Alberto$$uUniversidad de Zaragoza
000119613 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000119613 773__ $$g30, 2 (2022), 14-28$$pInt. j. innov. sci. math. educ.$$tInternational Journal of Innovation in Science and Mathematics Education$$x2200-4270
000119613 8564_ $$s440985$$uhttps://zaguan.unizar.es/record/119613/files/texto_completo.pdf$$yVersión publicada
000119613 8564_ $$s2418660$$uhttps://zaguan.unizar.es/record/119613/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000119613 909CO $$ooai:zaguan.unizar.es:119613$$particulos$$pdriver
000119613 951__ $$a2023-09-13-14:31:38
000119613 980__ $$aARTICLE